Book Reviews     

Jane Miller 《Changing English: An International Journal of English Teaching》2009,16(4):437-444

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Physical activity patterns of ethnic children from low socio-economic environments within the UK     

Emma Lisa Jane Eyre  Michael Joseph Duncan  Samantha Louise Birch  Valerie Cox  Matthew Blackett 《Journal of sports sciences》2015,33(3):232-242

Many children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socio-economic environments within the UK use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7–9 years) using global positioning system (GPS) monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and PA were assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in moderate-to-vigorous PA (MVPA) in indoor and outdoor environments were assessed. A 2-by-2 repeated measures analysis of covariance, controlling for body mass index, BF%, assessed the environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (P < 0.01) and a greater amount of time was spent in non-green environments (P < 0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health-enhancing PA and reducing fatness in deprived and ethnic children.  相似文献   

The Argument of the Broken Pane     

Jane Chapman 《Media History》2015,21(3):238-251

Within the cut-throat world of newspaper advertising the newspapers of Britain's Women's Social and Political Union (WSPU) Votes for Women and the Suffragette managed to achieve a balance that has often proved to be an impossible challenge for social movement press—namely the maintenance of a highly political stance whilst simultaneously exploiting the market system with advertising and merchandising. When the militant papers advocated window smashing of West End stores in 1912–1913, the companies who were the target still took advertisements. Why? What was the relationship between news values, militant violence and advertising income? ‘Do-it-yourself’ journalism operated within a context of ethical consumerism and promotionally orientated militancy. This resulted in newspaper connections between politics, commerce and a distinct market profile, evident in the customisation of advertising, retailer dialogue with militants and longer-term loyalty—symptomatic of a wider trend towards newspaper commercialism during this period.  相似文献   

A review of competencies needed for health librarians – a comparison of Irish and international practice          下载免费PDF全文

Aoife Lawton  Jane Burns 《Health information and libraries journal》2015,32(2):84-94

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Media and Violence: Does McLuhan Provide a Connection?          下载免费PDF全文

Jane O'Dea 《Educational theory》2015,65(4):405-421

School shootings publicized worldwide inevitably awaken the debate about contemporary communication media and violence. It is often conjectured that regular exposure of young people to countless acts of aggression in contemporary popular media leads them to become more aggressive and, in some cases, to commit violent crimes. But is this claim valid? Media guru Marshall McLuhan argues that it is not so much the content of such media that incites aggressive actions as the sociostructural conditions they bring into being. In this article, Jane O'Dea draws on the cultural context of postmodernity and on Jean Baudrillard's thought to explore and critically assess the validity of the linkage McLuhan proposes, identifying the kinds of questions, inquiries, and educational implications it potentially raises.  相似文献   

Creating pretence and sharing friendship: modal expressions in children's play     

Frances Hoyte  Jane Torr  Sheila Degotardi 《International Journal of Early Years Education》2015,23(1):17-30

Friendships and play provide children with opportunities for mutual engagement, which both require and facilitate children's language use. Modality is a semantic system in the language associated with children's learning. One way in which modality is realised is through linguistic expressions which allow speakers to moderate the degree of certainty about the truth of propositions (expressions of possibility) and the degree of necessity with respect to proposals (expressions of obligation). No research has explored the relationship between friendship and children's use of modality. This paper reports on the use of both types of modal expression during play between five- and six-year-old children in two friendship contexts. Results showed that possibility expressions occurred at similar rates in both contexts while obligation expressions occurred significantly more often in play in high-level friendships than in low-level friendships. Findings suggest that in high-level friendships modality was used cohesively to create and extend pretend play, whereas in low-level friendships it was used to regulate behaviour. Because modal expressions are important resources for managing interpersonal relationships, for talking about ideas and situations beyond the here and now and for writing for a non-present audience, our findings provide valuable insights for educators of young children.  相似文献   

Science in Action: How Middle School Students Are Changing Their World Through STEM Service-Learning Projects     

Jane L. Newman  John Dantzler  April N. Coleman 《理论付诸实践》2015,54(1):47-54

The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed.  相似文献   

Developing Empathy Through Design Thinking in Elementary Art Education     

Jane Montero 《The International Journal of Art & Design Education》2023,42(1):155-171

Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative case study examined the effects of teaching empathy through design thinking in upper elementary art education. Eight teachers participated, representing public, private, charter, and independent school settings. Data included student observations, interviews, and journal reflections. An analysis of findings resulted in three conclusions: (a) design thinking can foster the development of empathy in preadolescents, (b) art education curricula at the upper elementary level can include design thinking, and (c) design thinking is a valid strategy for teaching empathy. Including empathy within art education promotes a classroom culture that is respectful and understanding of others, with students becoming advocates of justice, equity, and inclusion. As society continues to struggle with bullying, physical violence, and social unrest, teaching empathy has the potential to change how students relate to each other in the classroom, and, ultimately, in the world at large.  相似文献   

M in CoMputational thinking: How long does it take to read a book?     

Kym Fry  Katie Makar  Judith Hillman 《Teaching Statistics》2023,45(Z1):S30-S39

Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom investigation (8-9 year olds) over seven lessons of the problem “How long does it take to read a book?” The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT—decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching.  相似文献   

Supporting child and family resilience in the face of political violence: Evidence from a home visit parenting program     

Jane Leer  Florencia Lopez Boo  Savannah Norman 《Child development》2023,94(5):1222-1238

Political violence affects more than 25% of children globally, yet little is known about how to support positive adaptation among conflict-affected children. Using a sample of 3797 Nicaraguan child-caregiver dyads (M_AgeTime1 = 1.5 years, M_AgeTime2 = 5.9 years; 51% male), this registered report used a novel quasi-experimental approach to examine how exposure to political violence relates to child and caregiver outcomes, and to test three policy-relevant moderators: participation in a large-scale home visit parenting program, household economic disruption, and media exposure. Results revealed positive associations between political violence and harsh discipline practices (0.33 SD), but there was no evidence that political violence affected children's behavior, caregiver depressive symptoms, or responsive parenting practices, and there was no evidence of moderation.  相似文献